Interplay of Technical and Interpersonal Competency Development in Software Engineering through Project-Based Learning
DOI:
https://doi.org/10.5753/jserd.2026.7617Keywords:
Software Engineering, Education, Soft Skills, Hard Skills, Computer Students, Active MethodologiesAbstract
The combination of technical and interpersonal skills is essential for success in Software Engineering. Effective teaching methodologies play a crucial role in the development of these competencies. This study investigates how Project-Based Learning (PBL), integrated with agile practices, influences the interplay between the development of these competencies among Computer Science students. Building on a structured evolution of previous research, this extension adopts a mixed-methods approach with complementary perspectives. To evaluate students' self-perception, a pre-test/post-test questionnaire was applied, complemented by structured interviews with the students and faculty, allowing for a multifaceted and integrated understanding of the training process. Statistical analysis revealed significant improvements in 100% of the assessed technical competencies (hard skills) and 50% of the interpersonal ones (soft skills). For the interview phase, participants were purposively selected based on discrepancies in their self-assessments, particularly those reporting substantial growth in soft skills while indicating a decrease in their development between the initial and final stages of the course. The faculty perspective offered a crucial complementary view on the interdependence of these developments, corroborating technical maturation and identifying the impact of cognitive biases, such as the Dunning--Kruger effect. Findings indicated that the methodology focused on group-based practical activities and projects fostered students’ confidence in their abilities. Furthermore, the investigation of the Dunning--Kruger effect highlighted discrepancies between students’ perceived and actual levels of knowledge. Qualitative data detail how immersive activities and instructional guidance facilitate the transition from theory to solving real-world engineering challenges. Finally, this study reinforces the effectiveness of integrating technical and behavioral developments within PBL environments to promote robust professional training in the computing field.
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Copyright (c) 2026 Victória Cavalcante, André Cacau, Christopher Saar, Alessandreia de Oliveira, Catarina Costa
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